Learning Theory EDUC 275 Winthrop University

How do you like to learn … How to use a new piece of software? How to play a new card game? New vocabulary in a foreign language?

WHY? Why do we study learning theory in a class about technology?

WHY? Helps explain… –how learning occurs. –factors that influence learning. –the role of memory. –how students transfer information to other contexts. –how instruction should be structured to facilitate learning.

HOW? Provides a foundation for planning, application, and assessment. Explains relationships among instructional strategies and instructional contexts. Allow teachers to select strategies that are the most likely to work. PRINCIPLE PRACTICE

Three Major Branches Behaviorism/ Direct Instruction Cognitivism Constructivism

Three Ways of Knowing Learning must include a change in behavior. Behavior occurs due to experiences in the environment. Learning must include an association between a stimulus and a response. (Bohlin, Durwin, Reese- Weber,2009, p. 161) Meaningful learning is the active creation of knowledge structures (i.e. concepts, associations, rules) from personal experience. Each learner builds a personal view of the world by using existing knowledge, interests, attitudes, and goals, to select and interpret information. One person’s knowledge can never be totally transferred to another person. (Snowman & Biehler, 200, p. 294) Learning results from an interaction between the information being learned and the learner. The learner processes and transforms the information using existing knowledge schemes. (Snowman & Biehler, 200, p. 251) Also known as information processing.

Three Ways of Learning Learning must include a change in behavior. Behavior occurs due to experiences in the environment. Learning must include an association between a stimulus and a response. (Bohlin, Durwin, Reese- Weber,2009, p. 161) Meaningful learning is the active creation of knowledge structures (i.e. concepts, associations, rules) from personal experience. Each learner builds a personal view of the world by using existing knowledge, interests, attitudes, and goals, to select and interpret information. One person’s knowledge can never be totally transferred to another person. (Snowman & Biehler, 200, p. 294) Learning results from an interaction between the information being learned and the learner. The learner processes and transforms the information using existing knowledge schemes. (Snowman & Biehler, 200, p. 251) Also known as information processing. BEHAVIORIST COGNITIVIST CONSTRUCTIVIST

Behaviorism Teacher role: Transmitter of knowledge/expert source Student role: Receive information; demonstrate competence Curriculum: Skills are taught in a set sequence, use of instructional cues, reinforcement and practice. instructional cues Types of activities: Lecture, demonstration, seatwork, practice, testing Assessment strategies: Written tests, demonstration of skills

Examples of Content Taught using Behaviorism Multiplication Tables Branches of Government Procedural tasks –Driving a stick shift Listing State Capitals

Constructivist Instruction Cont. Teacher role: Acts as a guide and facilitator; collaborative resource as students explore topics Student role: Collaborate; develop competence; may learn different material Curriculum: Based on projects that foster higher level and lower level skills at the same time Types of Activities: Group projects, hand-on exploration; product development, problem solving Assessment: Performance tests and products (ex. Portfolios)

Examples of Constructivist Content Causes of WWII The strengths and weaknesses of Democracy How technology fosters collaboration The effects of global warming

Cognitivism Continued Teacher role: Construct appropriate learning environments and materials, scaffold the learning process Student role: Actively involved in the learning process through self-planning, monitoring, revising, constructing relationships Curriculum: Relationships among information is stressed Types of activities: using graphic organizers, demonstration/ think aloud, matrices, advanced organizers Assessment strategies: performance assessment, essay questions (i. e. summarize, compare and contrast)

Examples of Cognitivist Content Compare and contrast two characters in a novel. Draw the stages of the water cycle. The writing process (drafts and revision). Graphic organizers:

Which theory is better? Let’s revisit the questions at the beginning of class …

How do you like to learn … How to use a new piece of software? How to play a new card game? New vocabulary in a foreign language?

Which theory is better? One isn’t inherently better than the others. Depends on your needs Depends on your content Depends on your environment Depends on your students

So … When making decisions about teaching and learning in terms of driving theoretical foundation (e.g., “Do I want to do this in a behaviorist, cognitivist, or constructivist way?”) what should you, as a teacher, keep in mind?

Why are these theories important? Gets to the notion of HOW you learn How you LIKE to learn How to manage favorite and least favorite environments Provides us variety in pedagogy

Summary Good teaching is all about examples and options for learning Don’t forget the rationale for using technology in education like UDL, motivation, unique instructional capabilities

Summary Learning Theory Continuum BEHAVIORIST COGNITIVISTCONSTRUCTIVIST How do these theories illustrate a “continuum of learning” in terms of learner control and engagement?

Inspiration Activity: If They Were Teachers Today 1.Imagine three teachers: A Behaviorist, A Cognitivist, A Constructivist. 2.Make up a name for each teacher and label their theoretical position. 3.Find a graphic representation of the teacher that is representative of their theoretical position. 4.Insert two words/phrases that describe the teacher’s philosophy based upon their theoretical position. 5.Give two examples of how the teacher would integrate technology. 6.Save on the tshare/ Cecil 275/ Learning Theory